發(fā)布時間：2018-05-18 02:33

  本文選題：希望感 + 青少年��； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：學(xué)校教育環(huán)境是培養(yǎng)青少年性格優(yōu)勢和積極品質(zhì)的重要力量。從積極心理學(xué)的視角出發(fā),倡導(dǎo)教育工作者應(yīng)持積極的青少年發(fā)展觀,培養(yǎng)青少年的性格優(yōu)勢和美德,應(yīng)成為21世紀(jì)學(xué)校教育的重要理念。學(xué)校教育環(huán)境中,教師的行為與心理品質(zhì)會對所教學(xué)班級的學(xué)生產(chǎn)生積極的影響作用。青少年的希望感作為一種重要的積極心理品質(zhì),是否會受到學(xué)校層面因素的影響,是一個值得重視的問題。首先,為了發(fā)展一個有效評價青少年希望感測量工具。本研究基于文獻(xiàn)資料的綜述,建構(gòu)包含目標(biāo)建立、意義感、積極情緒、意志力和實(shí)現(xiàn)策略五個分維度的青少年希望感量表,選取不同地區(qū)的5所中學(xué)(包括3所初中,2所高中),共抽取54個班級的2067名學(xué)生,檢驗(yàn)該量表的信度與效度;同時,基于“班級—學(xué)生”的嵌套數(shù)據(jù)結(jié)構(gòu),建構(gòu)多水平因子模型,檢驗(yàn)青少年希望感多維度理論模型在學(xué)生水平與班級水平上的因子結(jié)構(gòu)特征。結(jié)果表明:(1)驗(yàn)證性因子分析顯示,包含目標(biāo)建立、意義感、積極情緒、意志力和實(shí)現(xiàn)策略等五維度的青少年希望感量表具有較好的信度和結(jié)構(gòu)效度,各維度與自我效能感具有較高的正相關(guān)關(guān)系。(2)多水平驗(yàn)證性因子分析顯示,青少年希望感多維度理論模型在青少年個體水平與班級群體水平上具有相同的因子結(jié)構(gòu)特征,青少年希望感理論模型的構(gòu)念具有跨水平的一致性。其次,基于“班主任—班級—學(xué)生”的多水平數(shù)據(jù)結(jié)構(gòu),探討青少年希望感是否會受到班主任的影響。本研究采用多水平結(jié)構(gòu)方程模型方法,檢驗(yàn)組間變量班主任特質(zhì)希望、生活滿意度及其班級氛圍與青少年希望感之間的相關(guān)關(guān)系,并檢驗(yàn)班級氛圍的中介作用。采用成人特質(zhì)希望量表和生活滿意度量表對上述54個班級的班主任教師進(jìn)行施測,采用修訂的青少年希望感量表、一般自我效能感量表及中學(xué)生學(xué)校氣氛量表對54名班主任教師所帶的2067名學(xué)生進(jìn)行施測。結(jié)果表明:(1)多水平結(jié)構(gòu)方程模型分析顯示,班主任特質(zhì)希望和生活滿意度對青少年希望感無直接的影響作用,而班級氛圍對青少年希望感具有積極的影響作用。(2)建構(gòu)的多水平中介效應(yīng)模型顯示,班主任特質(zhì)希望對青少年希望感正向影響依賴于班級氛圍的完全中介作用,而班主任生活滿意度通過班級氛圍負(fù)向影響青少年希望感。本研究揭示了學(xué)校教育環(huán)境中,教師心理與行為因素影響學(xué)生積極心理品質(zhì)的作用過程,班級氛圍成為教師影響學(xué)生的重要組織媒介。在強(qiáng)化教師自身教學(xué)能力素質(zhì)的同時,也要積極營造健康良好的班級氛圍,才能更好的培養(yǎng)青少年積極情感素質(zhì)。
[Abstract]:The school education environment is an important force to cultivate the youth's character superiority and positive quality. From the perspective of positive psychology, it is suggested that educators should hold a positive view of youth development and cultivate their personality advantages and virtues, which should become an important concept of school education in the 21st century. In the school education environment, teachers' behavior and psychological quality will have a positive effect on the students in their teaching classes. As an important positive psychological quality, whether the adolescent's hope will be influenced by the factors at school level is a problem worth paying attention to. First, in order to develop an effective evaluation of adolescent sense of hope measurement tool. Based on the literature review, this study constructs the Youth Hope scale, which includes five dimensions: goal building, sense of meaning, positive emotion, willpower and realization strategy. A total of 2067 students from 54 classes were selected from 5 middle schools (including 3 junior high schools and 2 high schools) from different regions to test the reliability and validity of the scale. At the same time, the nested data structure based on "class-student" was used to test the reliability and validity of the scale. A multi-level factor model was constructed to test the characteristics of the factor structure of the multi-dimensional model on the students' level and the class level. The results showed that the scale with five dimensions including goal building, sense of meaning, positive emotion, willpower and realization strategy had good reliability and structural validity, the results showed that: (1) confirmatory factor analysis showed that the scale had good reliability and structural validity, including goal building, sense of meaning, positive emotion, willpower and realization strategy. The multi-level confirmatory factor analysis showed that the multi-dimensional model of adolescents' sense of hope had the same characteristics of factor structure at the individual level and the class group level. The theoretical model of adolescent's sense of hope has a cross-level consistency. Secondly, based on the multi-level data structure of class-teacher-class-student, this paper discusses whether the hope of teenagers will be influenced by the head teacher. In this study, the multi-level structural equation model was used to test the intergroup variable class teacher's trait hope, life satisfaction and the correlation between the class atmosphere and the adolescent's hope, and to test the intermediary function of the class atmosphere. The adult trait hope scale and life satisfaction scale were used to test the teachers of the class teachers in 54 classes mentioned above, and the revised adolescent hope scale was used. General self-efficacy scale and middle school atmosphere scale were used to test 2067 students who were brought by 54 class teachers. The results showed that the multi-level structural equation model analysis showed that the class teacher's trait hope and life satisfaction had no direct effect on the adolescent's sense of hope. The multi-level intermediary effect model constructed by the class atmosphere has a positive effect on the adolescent's sense of hope. The model shows that the positive effect of the class teacher's trait hope on the adolescent's sense of hope depends on the complete intermediary effect of the class atmosphere. The life satisfaction of the class teacher negatively affects the sense of hope through the atmosphere of the class. This study reveals the process in which teachers' psychological and behavioral factors affect students' positive psychological quality in the school education environment, and the classroom atmosphere becomes an important organizational medium for teachers to influence students. In order to cultivate the positive emotional quality of teenagers, it is necessary to create a healthy and good class atmosphere while strengthening the teachers' teaching ability and quality.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.2

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本文編號：1904008